Special Education

Graduate School of Education

Teaching

Teaching, Mentoring, and Curricular Achievements

Teaching Assignments

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SPED 505 Independent Study: Specialized Techniques in Early Intervention (3 credits) SPED 509 STE I: Seminar Early Childhood Special Education (1 credit)

SPED 506 Master’s Projects (3 credits)

SPED 605 Readings and Conference (1 credit)

SPED 482/582 Specialized Techniques: Early Intervention (3 credits)

SPED 509 STE II: Seminar Early Intervention (1 credit)

SPED 509 Supervision: Early Intervention (6 credits)

SPED 605 Readings and Conference (1 credit)

SPED 502 Independent Study (1 credit)

2003

SPED 409 Independent Study (4 credits)

SPED 509 ST I: Early Childhood Special Education Seminar

SPED 520 Collaboration I: Families and Communities (3 credits)

SPED 536 Specialized Techniques: Disabled Learner/Elementary/Secondary (3 credits)

SPED 510 CPEP (3 credits)

SPED 605 Readings and Conference (1 credit)

SPED 408 Independent Study (3 credits)

SPED 590 Issues in Special Education (3 credits)

SPED 483/583 Communication and Language Development: EI/ECSE (3 credits)

SPED 402 Independent Study (3 credits)

SPED 525 Student Teaching (3 credits)

SPED 506 Master’s Projects (3 credits)

                 SPED 509 STE: EI Seminar

                 SPED 582 Specialized Techniques: EI/ECSE (3 credits)

                 SPED 509 STE EI (6 credits)

2002

                 SPED 509 STE: ECSE Seminar

                 SPED 520 Collaboration I: Families and Communities (3 credits)

                 SPED 583 Topics: Communication and Language Development: EI/ECSE (3 credits)

                 SPED 605 Readings and Conference: Context of Environmental Risk (3 credits)

                 SPED 525 STE: EI/ECSE (3 credits)

                 SPED 506 Special Projects (3 credits)

                 SPED 605 Readings and Conference: Parent-Infant Interaction with Teen Moms (3 credits)

SPED 810 Top: ELL in EI Settings (Reader for Grading Purposes)

                 SPED 510 Specialized Techniques: EI/ECSE (3 credits)

                 SPED 509 STE: EI (3 credits)

                 SPED 509 STE Seminar: EI

                 SPED 505 Readings and Conference (3 credits)

2001

                 SPED 510 Collaboration I: Families and Communities EL (3 credits)

                 SPED 510 Collaboration I: Families and Communities EI/ECSE (3 credits)

                 SPED 509 STE Seminar: ECSE

                 SPED 605 Readings and Conference (6 credits)

                 SPED 510 Topics: Communication and Language Development (3 credits)

                 SPED 510 Project SELF: Action Research (3 credits)

                 SPED 509 Project SELF: Practicum (3 credits)

                 SPED 510 EI/ECSE Issues (3 credits)

                 SPED 525 STE: EI/ECSE (3 credits)

                 SPED 506 Special Projects (3 credits)

                 SPED 410/510 Topics: Movies and Disabilities (3 credits)

                 SPED 810 Topics: EI with Infs and Todlrs with Disabilities (Reader for Grading Purposes)

                 SPED 510 Specialized Techniques: EI/ECSE (3 credits)

                 SPED 510 Parent-Infant Interaction (Continuing Education)

                 SPED 510 Topics: Communication and Language Development (3 credits)

                 SPED 509 STE: EI (3 credits)

                 SPED 604 Supervised College Teaching (3 credits)

2000

                 SPED 510 Collaboration I: Families and Communities: EL (3 credits)

                 SPED 510 Collaboration I: Families and Communities: EI/ECSE (3 credits)

                 SPED 509 STE Seminar: ECSE

                 SPED EI/ECSE Cohort Leader (3 credits)

                 SPED 510 EI/ECSE Issues (3 credits)

                 SPED 4/510 Family-Guided Early Intervention (3 Credits)

                 SPED 510 Project SELF Seminar (3 credits)

                 SPED 509 Project SELF: Practicum (3 credits)

                 SPED 525 STE: EI/ECSE (6 credits)

                 SPED 510 Specialized Techniques: EI/ECSE (3 credits)

                 SPED 506 Master’s Projects (3 credits)

                 SPED 509 STE: EI (3 credits)

                 SPED 4/510 Parent-Infant Interaction (1 credit)

1999

                 SPED 510 Collaboration I: Families and Communities (3 credits)

                 SPED 510 Collaboration I: Families and Communities: EI/ECSE (3 credits)

SPED 509 STE: ECSE (3 credits)

SPED 509 STE: ECSE Seminar

                 SPED 481/581 Family-Guided Early Intervention (3 Credits)

                 SPED 510 Project SELF: Action Research (3 credits)

                 SPED 509 Project SELF: Practicum (3 credits)

                 SPED 510 Project SELF Seminar (1 credit)

                 SPED 525 STE: EI/ECSE (3 credits)

                 SPED 4/510 Working with Parents with Special Needs/Mental Retardation (1 credit)

                 SPED 4/510: Accommodating Children with Special Needs (3 credits)

                 SPED 509 STE: ECSE (3 credits)

                 SPED 509 STE: ECSE Seminar

                 SPED 510 Project SELF Seminar (1 credit)

1998

                 SPED 510 Collaboration I: Families and Community (3 credits)

                 SPED 510 Assessment: EI/ECSE (3 credits)

                 SPED 509 STE: EI (3 credits)

                 SPED 509 STE: EI

                 SPED 510 Project SELF Seminar (1 credit)

                 SPED 505 Independent Study (3 credits)

                 SPED 4/510 Family-Guided Early Intervention (3 Credits)

1997

                 SPED 4/510 Family-Guided Early Intervention (3 Credits)

1996

                 SPED 4/510 Family-Guided Early Intervention (3 Credits)

SPED 4/510 Screening, Assessment, and Observation (3 credits)

1995

                 SPED 4/510 Family-Guided Early Intervention (3 Credits)

 

Additional Teaching (Portland State University)

                 SPED 510 Strengths-based Approach to Working with Families (1 credit) (Continuing Ed)

                 PSYCH 459 Infant Development (4 credits)

                 SPED 4/510 Evaluation/Assessment II and III (2 credits)

SPED 4/510 Matching Community Resources to Family Needs (1 credit)

SPED 4/510 Children with High Needs: Work w Child w Challeng Behav (3 credits)

 

Additional Teaching (University of Oregon, Vanderbilt University, St. Cloud State University)

                 SPED Advanced Procedures in Early Intervention (3 credits)

                 SPED Family-Guided Early Intervention (3 credits)

                 SPED Families in Early Intervention/Early Childhood Special Education (3 credits)

                 SPED Interagency Team Collaboration (2 credits)

                 SPED Interdisciplinary Teaming (2 credits)

                 SPED Issues in Early Intervention/Early Childhood Special Education (2 credits)

                 SPED Methods in Early Childhood Special Education I and II (3 credits)

                 SLP Language Development (3 credits)

                 SLP Language Assessment and Intervention (3 credits)

                 SLP Practicum (1-4 credits)

C&FS Infant Practicum (1 credit)

 

Classes Developed (Portland State University)

 

Course developed for Early Intervention/Early Childhood Special Education Curriculum

SPED 510 EI/ECSE Assessment (3 credits)

SPED 4/510 Communication and Language Development: EI/ECSE (3 credits)

                 SPED 410/510 Working with Parents with Special Needs/MR (1 credit)

SPED 510 EI/ECSE Issues (3 credits)

SPED 4/510 Matching Community Resources to Family Needs (1 credit)

SPED 4/510 Parent-Infant Interaction (1 credit)

SPED 510 Collaboration I: Families and Communities (3 credits)

SPED 510 Project SELF: Action Research (3 credits)

SPED 4/510 Family-Guided Early Intervention (3 Credits)

SPED 4/510 Evaluation/Assessment II and III (2 credits)

SPED 510 EI/ECSE Specialized Techniques (3 credits)

SPED 510 Project SELF Seminar (3 credits)

 

Course developed for Continuing Education Early Childhood Series

SPED 510 Strengths-based Approach to working with Families (1 credit)

Course proposed for SPED Continuing Licensure Program/Continuing Education

                 SPED 510 Supervision of Paraprofessionals for Special Education (3 credits)

Course co-developed with colleague for Special Education

SPED 410/510 Movies and Disabilities (4 credits)

Classes developed for Region X Head Start /Early Head Start Personnel

SPED 4/510 Screening, Assessment, and Observation (3 credits)

SPED 4/510 Children with High Needs: Working with Child w Challenge Behaviors (3 credits)

                 SPED 4/510 Screening, Assessment, and Eligibility (3 credits)

Class developed at St. Cloud State University

C&FS Infant Practicum (1 credit)

 

Doctoral Committee Chair

Esparza-Brown, July (2006, June) Dissertation Proposal

 

Esparza-Brown, July (2006, June) Specialty Paper

 

Winder, D. (2005, May). Dissertation Proposal.- Mother/infant interaction in the context of four

                 maternal risk factors.

 

Winder, D. (2004, September). Specialty Exam – Infant social-emotional development within

 caregiver/infant interactions.

Doctoral Committees – Member

Barberis, D. (2006, January). Dissertation Proposal – Head Start parents’ perspectives of parental

 involvement during their children’s transition to kindergarten: A phenomenological study.

 

Jaegar-Sash, C. (2005). Dissertation Defense – Interagency collaboration and the social-emotional

 development of preschool children: Perceptions of practices and the outcomes for children.

 

Winder, D. (2004, September). Specialty Exam – Infant social-emotional development within

 caregiver/infant interactions.

Doctoral Committees – Member

Barberis, D. (2006, January). Dissertation Proposal – Head Start parents’ perspectives of parental

 involvement during their children’s transition to kindergarten: A phenomenological study.

Jaegar-Sash, C. Dissertation Proposal. Interagency collaboration and the social-emotional

 development of preschool children: Perceptions of practices and the outcomes for children.

 

Cicirello, N. (2004, June). Dissertation Proposal – The educator role of pediatric physical

therapists: Parents as learners in early intervention service provision.

Cicerello, N.  (2003, December). Specialty Exam – The educator role of pediatric physical

 therapists: Parents as learners in early intervention service provision.

Jaegar-Sash, C. (2003, March). Specialty Exam – Developing social competence in preschool

children: Parent and teacher perspective.

Winder, D.(2004) Core Comprehensive Exam-Can an increase in quality early childhood education programs buffer the impact of environmental risk.

Mentored Master’s Projects, Department of Special Education and Counselor Education

McGill, A. &  Swan, J. (Spring, 2005).

Dannhorn, E. (Spring, 2005).

Grant, D. (Spring, 2005).

Gottschalk, C., Milich, D., & Trout, M. (Spring, 2004). Supports for male teachers who experienced

the death of a student.

Hendrickson, K., (Fall, 2003). Early Head Start: The development of positive relationships

 between families and caregivers.

Red, E., & Firth, S. (Summer, 2003). Building the dinnertime routine within the natural     environment.

Davis, M. (Winter, 2003). Services in Oregon for parents with cognitive limitations/developmental

disabilities.

Andrews, T., Colburn, L., Dorgan, K., & Valo, V. (Fall, 2002). Increasing expressive communication skills for a young child with Down syndrome.

McKinnon, R. (Spring, 2002). A comparison of factors of environmental quality in four Montessori primary classrooms.

Delgato, J., Hedlund, J., Jansen, C. & Laue, M. (Spring, 2002). Working with paraprofessionals.

Rosta, S., & Wilhalm, A. (Summer, 2001). The effects of a total communication language intervention on expressive communication.

Cochran, J., & Tuchscherer, T. (Summer, 2001). The impact of augmentative communication and    positioning on self-determination.

Cooper, J., Folger, A., & Willis, S. (Spring, 2001). Teachers who have experienced the death of a student.

Havens, S., Storm, N., & Walsh, S. (Winter, 2001). Establishing the internal consistency of the Infant-Caregiver Interaction Scale (ICIS3).

Brownell, D., & Emberland, D. (Spring, 2000). Preservice education about grief related to the death of a student in early intervention and early childhood special education programs    in the Pacific Northwest and desert Southwest. 

Moore, P., & Sharpe, T. (Fall, 1999). Resource Manual for Professionals Who Work with Parents

Who Have Mental Retardation/Developmental Disabilities in Washington, Multnomah, and Clackamas Counties.

Cessaro, C., & Scott, T. (Summer, 1999). Conversion of Five-Point Scale to a Three Point Scale: Infant-Caregiver Interaction Scale 3 (ICIS3).

Martinek, B., (Spring, 1999). An Examination of Strengths-Based Services in Early Intervention  and Early Head Start.

Baldwin, M., Ulschmidt, J., Weymouth, A., & Long, K. (Summer, 1998). Examining the    Communicative Behaviors of Mothers and Fathers with their Infants Who Are Typically Developing.

Bohling, V., & Keizer, B. (Fall, 1997). Death Education in Early Intervention and Early    Childhood Special Education.

 

Co-Mentored Master’s Projects - Summer, 2000,1999

Alibabaie, L., Roge, L. & Bauer, J. Naturalistic time delay procedure: Affects on a pre-school aged child with traumatic brain injury.

Andrews, T., & Black, E. Self-determination and communication: A mixed methods study of alternative communication systems and the impact of one family.

Carroll, D. Morris, J., & Weilander, C. Reducing challenging behaviors through development of      strategies of communication: Building foundations of self-determination.

Coyle, D., Martin, K., & Park, C. Promoting self-determination and independent dressing skills through activity-based intervention.

Head, A., Keyes, H., & Phelps, L. The influence of independent, structured play and choice-making on self-determination.

Lyerla, J., Michaud, B., & Pronovost, V. Increasing social interactions between a child with autism and his sibling. 

Davis, K., & Vargo, D. Current Perceptions of Service Providers and Family Members on theConcept of Self-Determination.

Drury, M.K., & Ries, W.R., Self-determination in Early Childhood Education.Frederickson, A., Snook, J., & Wolf, T. Levels of Choice-making that Facilitate Self-determination in a Child with Cerebral Palsy.

Markey, M.T., Page, J., & Seal, M.L. Communication as a Foundation of Self-Determination: A      Case Study of a Young Child with Autism.

Mortenson, C.L., & Schultz, C. Problem-solving Skills: A Component of Self-determination.

 

Leslie J. Munson, Ph.D.

Special Education

2006

                 SPED 509 ST I: Early Intervention Seminar

                 SPED 536 Specialized Techniques: Disabled Learner/Elementary/Secondary (3 credits

SPED 4/581 Family-Guided Early Intervention (3 Credits)

SPED 605 Reading and Conference (1 credit)

SPED 603 Dissertation (Dee Winder) (1 credit)

                 SPED 506 Master’s Projects (3 credits)

2005

SPED 509 ST I: Early Childhood Special Education Seminar

SPED 520 Collaboration I/EI:Families and Communities (3 credits)

SPED 520 Collaboration I/EL:Families and Communities (3 credits)

SPED 605 Reading and Conference (2 credits)

SPED 603 Dissertation (1 credit)

2004

SPED 480/580 Introduction to EI/ECSE (3 credits)

SPED 483/583 Communication and Language Development: EI/ECSE (3 credits)

SPED 603 Dissertation (Dee Winder) (1 credit)

Spring, 2004

SPED 505 Independent Study: Specialized Techniques in Early Intervention (3 credits) SPED 509 STE I: Seminar Early Childhood Special Education (1 credit)

SPED 506 Master’s Projects (3 credits)

SPED 605 Readings and Conference (1 credit)

Winter, 2004

SPED 482/582 Specialized Techniques: Early Intervention (3 credits)

SPED 509 STE II: Seminar Early Intervention (1 credit)

SPED 509 Supervision: Early Intervention (6 credits)

SPED 605 Readings and Conference (1 credit)

SPED 502 Independent Study (1 credit)